The objective of this study was to evaluate the internal structure dimensionality of the Utrech Work Engagement Scale – Student (UWES–9S) and its association with the academic procrastination reported by 321 psychology students from a private university in Cajamarca (Peru) ranging between 17 and 41 years old (79% women; Mage = 22.50 years; 84% between 17 and 25 years old). The UWES-9S and the Academic Procrastination Scale (APS) were used and both a confirmatory and a bifactor analysis were conducted on the UWES–9S, as well as a structural regression analysis that specified the influence of the general and specific dimensions of engagement on the dimensions of academic procrastination. Regarding the results, the bifactor model is the one that best defines the construct, whereas the general dimension of engagement has a greater influence on the dimensions of academic procrastination than the specific ones. The theoretical and practical implications of the findings are discussed, as well as the need to focus on the students’ positive resources in order to achieve greater involvement in their academic work.